Design Thinking in Teaching

Design Thinking in Teaching

Assessment Task
Critically reflect on experiences of innovation and creativity in relation to the content and process of this subject.
Please refer to the Instructions for details on how to complete this task.

Context
This assessment task requires you to apply your critical and reflective practitioner skills. You will draw on experiences/knowledge about creativity and innovation from your professional context, and the professional contexts of others, to frame your learning within this subject and to consider the implications of your learning for your practice. This task enables you to establish connections between the design thinking process you undertake in this subject and the broader context of your profession.

Instructions
To complete this assessment task, you must create a 1000-word equivalent reflection, connecting the design thinking process with experiences of innovation and creativity relating to your professional context and the professional contexts of others.

Format and Structure:
o Part 1: A brief explanation of each of the five stages of the design thinking process (texts written in academic language and/or visuals), using in-text citations.

The design thinking process involves five key stages (Dam, 2024):

Empathize: In this initial phase, you gain real insight into users and their needs. It’s about understanding the problem from a human-centric perspective. You consult experts, conduct observations, and immerse yourself in users’ environments to deeply understand their experiences and motivations (Dam, 2024).

Define: Next, you state your users’ needs and problems. This step involves defining the problem space clearly based on the insights gathered during the empathize phase.

Ideate: Challenge assumptions and generate ideas. Brainstorm creative solutions without constraints. This stage encourages thinking outside the box and exploring various possibilities.

Prototype: Start creating solutions. Develop tangible representations of your ideas, such as sketches, mock-ups, or prototypes. These help you visualize and test concepts.

Test: Try out your solutions. Iteratively test prototypes with users to gather feedback and refine your designs. Testing ensures that your solutions address the identified needs effectively.

o Part 2: Critical reflection (written in first person) on an experience of innovation and creativity relating to your professional context based on the key questions listed in the table below.

Design thinking is an innovative approach to problem-solving that can be effectively applied in educational contexts to create meaningful and engaging learning experiences. This is an example of a real-life application of the design thinking process in teaching involving Indigenous students in Australia:

Case Study: Culturally Responsive STEM Education for Indigenous Students

1. Empathize

The first stage involves understanding the needs, experiences, and perspectives of Indigenous students. This might include:

Community Engagement: Teachers and educators visit Indigenous communities to build relationships and gain insights into their cultural practices, values, and educational needs.

Interviews and Observations: Conduct interviews with Indigenous students, parents, and community leaders to understand their experiences and aspirations. Observe students in their learning environments to identify any challenges they face.

2. Define

Using the information gathered, educators define the problem statement. For example:

Problem Statement: Indigenous students often feel disengaged in traditional STEM (Science, Technology, Engineering, and Mathematics) classes due to a lack of cultural relevance and representation in the curriculum.

3. Ideate

In this stage, educators brainstorm ideas to address the problem. Ideas might include:

Culturally Relevant Curriculum: Integrate Indigenous knowledge and perspectives into STEM subjects. For instance, teaching astronomy through Indigenous star stories and constellations.

Hands-on Learning: Develop hands-on projects that connect STEM concepts with real-life applications relevant to Indigenous communities, such as sustainable environmental practices.

4. Prototype

Educators create prototypes of the proposed solutions. This might involve:

Lesson Plans and Materials: Develop lesson plans and educational materials that incorporate Indigenous knowledge and are designed to be engaging and interactive.

Pilot Programs: Implement pilot programs in a few classrooms to test the new curriculum and teaching methods.

5. Test

The prototypes are tested in real classroom settings. This involves:

Feedback Collection: Collect feedback from students, teachers, and community members through surveys, focus groups, and classroom observations.

Assessment: Assess the impact of the new curriculum on student engagement, understanding, and academic performance.

o Part 3: Critical reflection on an experience of innovation and creativity relating to a professional context beyond your own, which you can gain from relevant literature (using in-text citations) based on the key questions listed in the table below. Order Design Thinking in Teaching Assignment.

References 

Rikke Friis Dam (2024). The 5 Stages in the Design Thinking Process. Interaction Design Foundation